The purpose of this companion, qualitative case study was to examine the degree to which the residential professional development model at the North Carolina Center for the Advancement of Teaching (NCCAT) possibly influenced the retention of experienced teachers. The researcher sought to discover the ways and to what degree NCCAT had discharged its mission as a program of professional development, as well as understanding what experienced teacher participants' perceptions were on how the NCCAT experience differed from other forms of professional development. Field study observational data, participant interview data, individual journal entry data, and document analysis informed this study. Themes of adult learning, professional development, NCCAT, and teacher retention were examined. Findings suggest that NCCAT was a unique program that was discharging its mission as a program of professional development. There appeared, however, to be no direct link between NCCAT participation and teacher retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]